Guidance for Children and Young People with a Specific Learning Difficulty.

Range 1
Quality first teaching
Range 2
- Quality first teaching
- Additional teaching/intervention support

Range 3
- Quality first teaching
- Additional teaching/intervention support
- External agency involvement
Teaching
and
learning

Child given the opportunity to
return to key concepts and
over learn key skills.
English, Maths and Topic
teaching, resources and
planning differentiated to fill
identified gaps.
Flexible grouping
arrangements based on need.
Simple instructions used.
Teacher to establish whether
it is learning need or
vision/hearing need.
Child given the opportunity to return
to key concepts and over learn key
skills.
English, Maths and Topic teaching,
resources and planning
differentiated to fill identified gaps.
Flexible grouping arrangements
based on need.
Simple instructions used.

Advice from external agencies received and implemented in
class/interventions.
Child given the opportunity to return to key concepts and over
learn key skills.
English, Maths and Topic teaching, resources and planning
differentiated to fill identified gaps.
Flexible grouping arrangements based on need.
Simple instructions used.
Targets and
Monitoring

Parents are consulted if there
are any concerns. Progress
regularly assessed and
planning adapted accordingly.
Children involved in setting
next steps.
Achievement data and school
tracking, used to monitor
progress and achievements.
Learning walks.
Pupil progress meetings.
Book scrutinies.

Child discussed at Pupil Progress
meetings. Progress monitored. SEN
team to advise on additional
interventions in class if necessary.
Children and Parents involved in
setting Range 2 targets.
Achievement data and school
tracking, used to monitor progress
and achievements. and school
tracking.
Learning walks.
Pupil progress meetings.
Book scrutinies.
Progress monitored and teacher/SEN Team/child and childs
parents/carers informed.
Achievement data and school tracking, used to monitor progress
and achievements.
Learning walks.
Pupil progress meetings.
Learner shadowing to support provision and learning in the
classroom.
Book scrutinies.
Provision mapping, plan and organise specific interventions to
meet the needs of the child.
Intervention monitoring/observations.
Range 3 Learning Journal.
Children and Parents involved in setting Range 3 targets. These will
be reviewed regularly with parents.
Levels of progress to be tracked using both the school system and
CASPA graph.

Provision
and
resources
Additional support (teacher
and TA) given and booster
groups arranged (e.g. in the
afternoon/during
registration).
Support to promote social
skills and interactions.
Providing visual resources to
support learning.
Dyslexia friendly learning
environment.
Opportunities for small group
work, e.g. reading.
Multi-sensory resources (used
if needed and as appropriate,
advice from SEN Team).
Class teacher (along with support
from the SEN team if needed) to
plan additional short-term precisely
targeted interventions (led by the
Teacher and/or TA). To consider
multi-sensory structured
programmes.
SEN Team to complete screening:
LUCID Cops or Pearson. Screening to
be analysed by SEN Team, report
given to class teachers and shared
with parents. This should inform
future provision and support.
Support to promote social skills and
interactions.
Providing visual resources to support
learning.
Dyslexia friendly learning
environment.
Consider alternative recording
programs i.e. ICT.
Multi-sensory resources (used if
needed and as appropriate, advice
from SEN Team).
Observations from the SENCo can be
requested.
Meeting held with parents, child, teacher and member of SEN
team. SEN team to help identify which external agencies could be
involved to help assess childs specific needs.
Meetings held with external agencies and parents (as needed) to
discuss child and monitor provision and progress.
SEN team to provision map additional, specialist interventions to
help meet the childs needs. Structured, cumulative, multi-sensory
program run as a 1:1 or small group. Advice from external agencies
e.g. Educational Psychologist.
Providing visual resources to support at each stage of learning.
Dyslexia friendly learning environment.
Opportunities for targeted small group/1:1 work still planned for
and provided in class (with advice from SEN Team). This should
include reading, spelling and writing (linked to
screening/assessment outcomes).
Consider alternative recording programs i.e. ICT.
Multi-sensory resources (used if needed and as appropriate, advice
from SEN Team).

Staff training/interventions provided:
- 5 Minute Box Literacy.
- 5 Minute Box Numeracy.
- See and Learn.
- Chatterbox.
- Toe by Toe.
- Handwriting policy (Sassoon penpals cursive).


SEN TEAM

Catherine Paradine Sarah Buckle Jo Beckett
Assistant Head for vulnerable pupils SENCo SEN Team support
01274 770270 01274 723255/770270 01274 770270


Specialist trained staff:

All children in school of concern or otherwise can have access to the named staff below at any point needed during the year.

- Helen Harding. Educational Psychologist, paid for by school, one day a week.
- Nichola Warin. Speech and language therapist, paid for by school, one day a week.
- Sarah Buckle (SENCo). SENCo Award, Reading specialist. Training in a range of areas, Dyslexia, Autism, Vision Impairment, Positive eye training,
Social skills and self-esteem, BESD, Speech and language difficulties (including stammering training).
- Catherine Paradine (Assistant Head for Vulnerable Pupils). Training in a range of areas, Dyslexia, Autism, Speech and language difficulties.
- Maria Hotham (Level 3 Teaching Assistant). Specialist Elkan training (speech and language).
- Asia Aslam-Armitage. Specialist Every Child a Counter Teacher.
- Harbans Gill. Specialist Every Child a Counter Teacher.
- Bethany Palfreyman (Nursery Nurse) and Deborah Blackwood (Level 3 Teaching Assistant) Have had specialist Autism training (Early Bird).
- Nikki Wright. Parental Involvement Worker.

For further information on Range Descriptors for each need see https://bso.bradford.gov.uk/Schools/Home.aspx SEN guidance.